Head Teacher

About School of Coding

School of Coding Independent School is a growing education provider delivering practical, career-focused learning to children, young people and adults across the UK.

Our School supports young people who may not currently be thriving within mainstream education. We provide a smaller, structured and supportive learning environment where students can rebuild confidence, re-engage with education and work towards positive academic, personal and social outcomes.

Our approach combines high expectations with personalised support. We recognise that each learner arrives with different experiences, strengths and barriers, and we work closely with families, schools, local authorities and specialist professionals to provide the right pathway forward.

About the role

The Head Teacher will provide strategic leadership and day-to-day management of our School, taking overall responsibility for educational quality, safeguarding, behaviour, attendance, SEND provision and learner outcomes.

This is a visible leadership role for someone who can create a calm, consistent and ambitious school culture for young people with diverse and sometimes complex needs. You will ensure that each learner receives a personalised and inclusive education that supports their academic progress, wellbeing and longer-term progression.

You will lead the development of the curriculum and teaching practice while ensuring that appropriate pastoral, behavioural and SEND support is embedded throughout the provision. This includes overseeing support for learners with Social, Emotional and Mental Health needs, Autism Spectrum Disorder, ADHD and other additional needs.

Working closely with students, parents and carers, commissioning schools, local authorities and external professionals, you will ensure that Education, Health and Care Plans, individual learning plans and multi-agency interventions are effectively coordinated and delivered.

The Head Teacher will also ensure that the provision meets its statutory and contractual responsibilities, maintains strong safeguarding arrangements and is prepared for Ofsted inspection, local authority monitoring and commissioner reviews.

What You’ll Be Doing

School Leadership and Improvement

• Provide clear strategic leadership and effective day-to-day management of the School.
• Establish a positive school culture based on safety, consistency, inclusion, respect and high expectations.
• Develop and implement the provision’s vision, priorities and school improvement plans.
• Evaluate the effectiveness of the provision and take timely action where improvement is required.
• Ensure that organisational priorities are translated into clear objectives for staff and learners.
• Provide regular reports and assurance to senior leaders on educational quality, safeguarding, risks and performance.

T eaching, Learning and Curriculum

• Lead the design and delivery of a flexible, engaging and meaningful curriculum that responds to learners’ individual starting points and needs.
• Maintain high expectations for teaching, learning, assessment and learner progress.
• Ensure that learning is appropriately differentiated and accessible to students with a range of additional needs.
• Monitor the quality of teaching through lesson observations, learning reviews, learner feedback and performance data.
• Support staff to improve teaching practice through coaching, feedback and professional development.
• Ensure that learners develop the knowledge, skills, confidence and behaviours required for their next stage of education, employment or training.

SEND and Personalised Support

• Ensure that learners with SEND are identified, assessed and supported effectively.
• Oversee the implementation and review of Education, Health and Care Plans, Individual Learning Plans and personalised support strategies.
• Ensure that statutory reviews, SEND records and associated documentation are accurate, timely and compliant.
• Promote inclusive practice for learners with SEMH needs, Autism Spectrum Disorder, ADHD and other additional needs.
• Ensure that staff understand individual learner needs and are equipped to apply appropriate strategies consistently.
• Work with local authorities, educational psychologists, health professionals and other specialists to coordinate effective support.
• Monitor the impact of interventions and adjust provision where support is not producing the required outcomes.

Safeguarding and Learner Welfare

• Act as the Designated Safeguarding Lead or ensure that effective and appropriately resourced DSL arrangements are maintained.
• Promote a strong safeguarding culture in which staff understand their responsibilities and concerns are identified and acted upon promptly.
• Ensure compliance with Keeping Children Safe in Education and all relevant safeguarding legislation and guidance.
• Maintain effective systems for recording, reporting, escalating and reviewing safeguarding concerns.
• Ensure that learner welfare, mental health and wellbeing are considered throughout educational and operational decision-making.
• Work constructively with families, social care, early help teams and other agencies to protect and support learners.

Behaviour, Attendance and Engagement

• Develop and implement consistent approaches to behaviour, attendance, rewards, consequences and restorative practice.
• Ensure that behaviour expectations are clear, proportionate and appropriate for the needs of the learner cohort.
• Monitor attendance, punctuality, engagement, exclusions and behavioural incidents, identifying trends and areas of concern.
• Put timely interventions in place to address persistent absence, disengagement and barriers to learning.
• Promote learner voice and ensure that students are involved appropriately in decisions affecting their education.
• Create an environment in which young people feel safe, understood and able to re-engage positively with learning.

Learner Progression and Outcomes

• Monitor academic progress, personal development, attendance, behaviour and destination outcomes.
• Ensure that each learner has clear and measurable educational and personal development targets.
• Support effective admissions, initial assessment, induction and transition arrangements.
• Work with commissioning schools and local authorities to support reintegration into mainstream education where appropriate.
• Develop progression pathways into further education, apprenticeships, training or employment.
• Ensure that families and relevant professionals receive clear and accurate updates on learner progress.

People Leadership

• Lead, motivate and develop teaching, support and operational staff.
• Ensure that roles, responsibilities and standards of performance are clearly understood.
• Oversee effective recruitment, induction, supervision, appraisal and performance management.
• Identify staff development needs and provide appropriate coaching, training and professional development.
• Promote collaborative working, professional curiosity and consistent practice across the provision.
• Address conduct, capability or performance concerns fairly and promptly in line with organisational procedures.

Partnerships and Multi-Agency Working

• Build trusted relationships with students, parents and carers, commissioning schools and local authorities.
• Lead and contribute to EHCP reviews, professional meetings, placement reviews and multi-agency planning.
• Ensure that commissioners receive appropriate evidence of attendance, progress, support and outcomes.
• Work collaboratively with external professionals to coordinate support and reduce duplication or gaps in provision.
• Represent the provision professionally during local authority visits, external reviews and partnership meetings.
• Maintain clear and constructive communication, particularly where concerns or placement risks arise.

Quality Assurance and Compliance

• Lead the provision’s self-evaluation, quality assurance and continuous improvement activity.
• Prepare the school for Ofsted inspections, local authority monitoring visits, commissioner reviews and external audits.
• Ensure that evidence of educational quality, safeguarding, SEND support and learner outcomes is accurate and readily available.
• Use performance information to identify strengths, risks and areas requiring improvement.
• Ensure compliance with relevant statutory guidance, including the SEND Code of Practice, equality legislation, GDPR and health and safety requirements.
• Ensure that policies and procedures are implemented consistently and reviewed when required.

Operational and Resource Management

• Ensure that the provision operates safely, effectively and within agreed budgets.
• Manage staffing, resources, facilities and operational systems to meet learner and curriculum needs.
• Ensure that staff deployment reflects safeguarding requirements, learner needs and planned educational activity.
• Maintain accurate records relating to safeguarding, attendance, behaviour, SEND, progress and quality assurance.
• Identify operational and educational risks and ensure that appropriate controls and actions are in place.
• Ensure that the premises provide a safe, suitable and welcoming environment for learners and staff.

Requirements

What We’re Looking For

Essential

• Qualified Teacher Status or an equivalent recognised teaching qualification.
• Successful leadership experience within an alternative provision, specialist school, pupil referral unit, SEND setting or other relevant educational environment.
• Strong knowledge of safeguarding requirements, including Keeping Children Safe in Education.
• Experience supporting young people with SEND, SEMH needs and barriers to engagement in education.
• Evidence of improving teaching quality, learner engagement, behaviour, attendance or educational outcomes.
• Strong understanding of EHCPs, the SEND Code of Practice and multi-agency working.

Desirable

• Previous experience as a Head Teacher, Deputy Head Teacher, Assistant Headteacher or senior leader with significant whole-school responsibility.
• National Professional Qualification for Headship or another relevant leadership qualification.
• Experience acting as a Designated Safeguarding Lead.
• Experience preparing for or contributing to Ofsted inspections.
• Experience working with local authorities and commissioning schools.
• Experience of curriculum development within an alternative or specialist education setting.
• Knowledge of restorative practice, trauma-informed approaches and positive behaviour support.
• Experience supporting reintegration, transitions and post-16 progression.

You Will Also Bring

• A calm, confident and visible leadership style.
• The ability to balance high expectations with empathy and personalised support.
• Strong professional judgement when managing safeguarding, behaviour and complex learner needs.
• The credibility to challenge practice constructively and hold others accountable.
• The ability to build effective relationships with learners who may have experienced disruption or disengagement from education.
• Clear and professional communication with families, commissioners, local authorities and external agencies.
• A commitment to equality, diversity, inclusion and improving the life chances of every learner.
• The resilience and adaptability required to lead within a complex and developing educational environment.

Why Join Us

• Lead and shape a growing independent school.
• Make a direct and visible difference to young people who need a different pathway through education.
• Develop a curriculum and school culture centred on individual learner needs.
• Work closely with a committed team and a broad network of education and specialist partners.
• Join an organisation focused on practical education, inclusion and positive learner outcomes.

Benefits

• Salary: Up to £60,000 per annum
• Performace related bonus of up to £15,000
• Generous annual leave entitlement
• Pension scheme
• Employee Assistance Programme
• CPD and development opportunities
• Company and social events
• Retail discounts through Bright Exchange